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ERIC Number: ED527490
Record Type: Non-Journal
Publication Date: 2009-Apr
Pages: 256
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-0-8077-4940-0
ISSN: N/A
Creating and Sustaining Online Professional Learning Communities. Technology, Education--Connections
Falk, Joni K., Ed.; Drayton, Brian, Ed.
Teachers College Press
This volume presents the work of trailblazing researchers and developers of electronic communities for professional learning. It illuminates the essential work behind the scenes in building successful online communities and scaffolding site interactions, including content selection, creation and management, administrative structures, tools and interactive functionalities, the facilitation of discourse and emergent subcommunities, and the development of online leadership. While each of the authors is well versed in Web site design, new technologies, and collaborative Web tools, their work is deeply influenced and informed by scholarship which has unfolded over the last three decades about how professional learning takes place, particularly for math and science educators. The communities and authors featured provide different forms of online professional development for university professors, K-12 teachers, and administrators, among others. Their insights will be of interest to anyone designing, sustaining, or studying electronic learning environments, regardless of the specific subject matter. Contributors include: Sasha A. Barab, Bertram (Chip) Bruce, Susan J. Doubler, Soo-Young Lee, Flora McMartin, Jon Obuchowski, Andee Rubin Rebecca K. Scheckler, and Wesley Shumar. [Foreword by Marcia C. Linn.]
Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com
Publication Type: Books; Collected Works - General; Reports - Descriptive
Education Level: Adult Education; Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A